Reflection

• This theory is an interactive learning theory. It enhances the teachers and student relationship to achieve the desired behavior change. The interdependent relationship between both the stimuli and response clearly demonstrate the interactivity nature of these Instructional theories ( Programmed, Computer-assisted, Mastering, and Criterion-Referend learning theories) which has evolved over the years focusing on the creation of different learning approaches to enhance performance.

• Undeniably, this theory informs the design of instruction in a more objective way since it describes behavior. It supports the objectiveness of the outcomes if the behavior is measurable and observable. The design of instruction can take clues from these observations to analyze, design, develop, implement and evaluate an instruction since its primary objective is also measurable and observable.

• The question that keeps pondering my minds as I read about this theory is, how independent are learners in an attempt to learn using the learning style that they believe suits their desired outcomes with an involuntary theory?

• During the class activities, students were rewarded with gifts as reinforcement, though it was voluntary which seems interactive, it had some students dominating responses for rewards not allowing students who were not domineering to contribute as well. Students were also prompted during class with questions to spontaneously recover the previous lesson discussed and readings. There were practice exercises about the knowledge base that were presented during classes to shape students to start thinking about the project.

• Well, my ideas have changed especially realizing how the phenomena of learning theories are so important in understanding behavior change. Phenomena like reinforcement and punishment taught me how I can enhance performance with the right intentions and conditions. Shaping and chaining show me how I can sequentially organize my instruction using an instructional theory to suits my learning environment.